2019上半年教师资格《初中英语》考试答案及分析

教师资格考试网 鲤鱼小编 更新时间:2019-03-14

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2019上半年教师资格证考试答案

《初中英语》

  1答案:Cobvious

  2答案:BMy name is Julia, not julian

  3答案:Aacronym

  4答案:Daway

  5答案:Cby

  6答案:DWhether or not

  7答案:AI'm afraid not

  8答案:BAs

  9答案:Dpeople of different languages categorize things

  10答案:ASocial dialect

  11答案:Aelicitation

  12答案:Dachievement test

  13答案:BIntolerance of Ambiguity

  14答案:Cunderstanding textual coherence

  15答案Dclarification

  16答案:Dapproprlacy

  17答案:AWhat part of speech is" immense"?

  18答案:CI go shopping twice a week. How often do you

  19答案:BReading aloud, dictation and translation

  20答案:Astructural syllabus

  21答案:ADefinite

  22答案:DIt forgets the old information while absorbing

  23答案:CThe prefrontal cortex

  24答案:CTo explain why our memory capacity seems to

  25答案:BThe conditions related to forgetting

  26答案:ASafe, wrapped and factory-made

  27.答案BPeople with evil intentions

  28答案:CHe employed Harry Burnett Reese who later for

  29答案:DIt was abbreviated from the name of a shop

  30答案:BThe origin and history of Halloween candies 


  二、简答题(本大题1小题,20)

  31.【答题要点】

  作用

  (1)培养学生学习英语的兴趣

  (2)创造出活跃、民主、平等的教学气氛,形成宽松、轻快的课堂教学

  (3)培养学生的创新精神和实践能力

  (4)促进学生多种能力的形成和发展

  建议

  (1)划分合理的学习小组

  (2)在课堂小组合作学习中合理引导、积极调控

  (3)选准合作学习的教学内容

  三、教学情境分析题(本大题1小题,30)

  32.【答题要点】

  (1)①封闭式又叫展示性问题 display questions,这种问题是教师已经知道答案或者答案能在相关工具中找到,提问只是为了考查学生对语言知识的掌握情况。一般包括是非、对错的选择性问题和事实、回忆性问题。案例中的例句为:a. Can elephants swim?b. Do you like tigers?②开放式又叫做参考性问题 referential questions,是指教师所提的问题没有预设的答案,提问的目的在于发散思维寻求信息,一般包括推理、评价性的问题和批判、创造性的问题。该案例中例句为:a. Why do you like them?b. Can you tell us where they live?

  (2)①封闭式优点:答案是固定的,这种问题更适合应用到学生准确性的提升方面,有利于考查学生对于语言知识的掌握。可以引导学生就某一句型反复操练,做很多机械练习,有助于帮助学生更好的掌握和巩固目标语,有助于学生掌握正确的语言形式。缺点:封闭式问题属于机械性操练,学生只需要回答出特定答案,没有过多的思考、不能起到发散学生思维的作用,只能帮助学生掌握语言形式,对于语言功能没有太多的涉猎,不利于培养学生举一反三、实际运用语言的能力。②开放式问题优点:该类问题通常答案不是唯一的,没有固定答案。在教学中应用,可以让学生有动脑思考的过程,引导学生自己去思考寻找答案,真正做到启发式教学,可以发散学生的思维,培养学生真正运用语言的能力,而不拘泥于语言形式的掌握。缺点:该类问题与封闭式问题相比较难,对于一些基础比较薄弱的学生来说完成起来会有一定的障碍,如果教师应用不当的话,有可能会起不到真正的效果,打消学生的积极性,不利于教学的顺利进行。

  (3)特点一:该教师在导入环节结合了多种提问方式。运用了一般疑问句,也运用了特殊疑问句,分别采用了封闭式提问以及开放式提问的方式,真正做到了提问方式多元化,这两种方式适用于不同学生,也有各自的作用,这样可以充分发挥两种提问方式的优势,削弱了两种提问方式的劣势,提高了教学的有效性。特点二:在教学过程中,案例中的老师运用封闭式提问更多。这类问题的答案是固定的、唯一的,事先有预设的,通常比较简单、不利于发散学生的思维,应用过多的话,学生会觉得很枯燥,很可能会出现产生厌学心理,注意力不集中等等问题,学生一直处于比较被动的局面,不利于调动学生学习的积极性和主动性。

  四、教学设计题(本大题1小题,40)

  33.【答题要点】

  Teaching type: Reading class

  Teaching contents: This lesson is from junior high school, and it mainly talks about the writing hobby of a young boy named David Smith, and how this hobby has him pleasure and success.

  Teaching Objectives:

  (1) Knowledge objectives

  Students can get familiar with the topic of hobbies.

  Students can get some detailed information about Davids writing hobby.

  (2) Ability objectives:

  Students can improve their reading ability by mastering some skills, such as skimming and scanning.

  Students can express their opinions on different hobbies.

  (3) Emotional objectives:

  Students can foster a positive attitude towards different hobbies.

  Students can find out that team work is more efficient.

  Teaching key and difficult points:

  Teaching Key point:

  Students will understand what is Davids hobby and what has the hobby brought to him.

  Teaching Difficult point:

  Students can express their opinions on different hobbies.

  Teaching Procedures:

  Step1: Pre-reading (5minutes)

  1. Free talk: 4 students a group to talk about their own hobbies.

  2. Prediction: to look at the title and pictures first and guess what is Davids hobby.

  (Justification: Team work is a great way to encourage more students to get involved into the class, and also the free talk is common and easy topic for them to start. Prediction is also a good activity for them to get interested into the topic. )

  Step2: While-reading (10 minutes)

  Activity 1, fast reading(3 minutes):

  Students need to read the whole passage fast to check out if their predictions from earlier is right.

  (Justification: This step is designed to train studentsfast reading ability.)

  Activity 2, detailed reading(7 minutes):

  Students need to read the whole passage for the second time. And find out some detailed information.

  (Justification: This step is designed to train studentsdetailed reading ability.)

  Step3: Post-reading (5 minutes)

  1. Retell the story about David.

  2. Discussion: why did David success in writing?

  (Justification: Retelling is good way for students to have a independent review of what they have learned. And group discussion on the topic helps them have a better understanding about success.)

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